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tom coburn about the fiscal cliff in the future of the republican party. he has written several books and reports including his latest, "the debt bomb." as is live sunday at>> it progrf the advisers to president franklin roosevelt to document the conditions under which people were living. this was when we did not have television. we had radio but a lot of places did not have electricity so they could not listen to the radio broadcast to find out what was going on in other parts of the country. he was an economist from columbia university and was the
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head of this project. in 1939 when kodak to use color film, they sent fell to him to have his photographers try out, do.what theuy could kodak wanted people who would know how to use it effectively to try it out and publicize it kerry >> america of the 1930's and 40's comes to life. some of the 1600 color photographs taken during the depression and world war ii. sunday at 10:00 p.m. eastern, part of american history tv this weekend on c-span3. >> a discussion on the links between national security and education. speakers included former secretary of state condoleezza rice and former chancellor of new york city public-school, joel klein, hosted by the
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foundation for excellence and education. this is about an hour. >> welcome to this evening's bought test of morning joe. [laughter] the energy in this room is nice. how this issue of educational reform has ripened, the combination of need, the talent we see in this room. there is a sense that the moment has a ride. the other is jeb bush. i am a great believer that two
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things matter in life -- ideas and people. that is the driver of change in history. jeb is a perfect example of in what he is doing. he is the coming together of a person with real talent and drive. the fact that you are here is the greatest salute you could give. condie and that, the the national security background. we used to mess around with something called the rand bond calculated. it used to calculate the cep, t he circular error robert roe -- error probable. are today. we have travelled a considerable distance. when asked what the great -- the
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greatest national-security threat is, he did not say al qaeda, iran, north korea, what he said was the deficit and the state of american society. i think that is exactly right. you can look at questions of the budget, and for structure, an immigration policy but above all this education policy. this is the future. we're not talking about our physical infrastructure. we are talking about our human infrastructure. joel has dedicated his recent phase of his creer to -- career to this. when he is not discovering the best restaurants in brooklyn, he is focused on improving the lot of young people in this country. >> it is supposed to be the other way around. >> i will tell you how kind and dedicated he has been to this issue.
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i called condie up and said i want you to do something for me and with me. she said i'm too busy, did not start. i said ok. i said before the end of this conversation, you will agree to what i asked you. she said no way. i said we at the council on foreign relations was spend time working on things like china and mexico and traditional foreign- policy issues, we have moved our agenda and are focused on things domestic. we want to do a report on education. we do not want to repeat what everyone else has done. we want to look at education to the filter of national security and ask the question, what is the relationship between the challenges of k-12 education and the national security of the united states?
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it did not turn out to be a terribly hard selll. first she cursed me because she knew i had at that point. she was there. she and joel co-chaired this task force report, our version of the commission. the idea was to take people with disparate backgrounds, educators, people do not often come together in the same space, and essentially raise the question about what is the relationship between the educational challenges we face in the national security challenges we face? to recsast this issue. the fact that you are here reflects the fact that you are here at the risk of being redundant and redundant. what we wanted to do is get
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people who read foreign affairs rather than the chronicle of higher education. and journals such as -- so what they have done is help put out this report. it is on the idea was not to resolve everything but put the issue center stage. let me turn to them to start. let's do with the basic question. is there a close link between the state of k-12 and americas cities? >> take the very much.
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i was invited that the council on foreign relations was prepared to look at the domestic sources of american strength. without the strength at home, all we do not lead abroad. i thought this was very insightful for the council to do this. i was looking toward to the opportunity to work with joel who i admire for what he did in new york city and what he continues to do on education reform. it was a great task force. i would just make three brief points about this link we all found between national security and education reform. the one that is most evident when you hear some of the statistics dimension our global competitiveness is at stake. that is generally where people go. if you are going to be 17th in
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math and science, and eventually you will lose the innovation race. you're not going to be able to educate people for the jobs available. those jobs will go elsewhere. our global growth and competitiveness. that in some ways is the most obvious link. if we are not preparing people for the workplace of the 21st century, we are not going to lobby the world's most competitive and innovative economy. the former chief -- secretary of the army talked-about the problems in our education system and the relationship to the armed forces. the inability of 70% of americans to actually qualify for service and into the armed forces ought to be a red flag for anyone.
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there are other reasons for that -- incarceration, obesity. but a fair amount is people cannot pass the basic skills test to get into the military. just imagine that. a country, the most artful country in the world -- the most powerful country in the world and make cannot get people to pass a skills test to enter the army. few people start to learn foreign languages in a timely fashion. how many people can find the on the map that is not the united states of america? the fact that we do not have people who are prepared to go into the intelligence agencies. we are robbing ourselves of talent in the national security infrastructure. most importantly, it is a tragedy people will not be prepared for good jobs.
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it is a tragedy people cannot serve it into the armed forces or the foreign service for the intelligence agencies. but the united states is held together by a great national creed. not by ethnicity, not by blood, not by religion. our national creed is an aspirational narratives that it does not matter where you came from, it matters where you are going. you can do great things. the only way that is true is if you have access to a high quality education. if it ever becomes the case as it is increasingly now, i can look a year is a code and tell whether you are going to get a good education, then the social fabric of this country has no chance to hold together. we will be put one against the other, those of our people and those who are not.
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kosor employable and those who are not. i can assure you that the sense that you might not be able to control your circumstances at birth but you can control your response to your circumstances. that will no longer be the way that americans think about themselves or about it other. that gives way to end the -- wauy to envy and entitlement. at the core, the real problem for us in national security is not the competitiveness abroad or institutions of national security but this great national narrative, this cohesion that has made us the country that we are. [applause] i think people responded that way because the words you just said are some of the most
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temperate towards this country has to hear. one of the things that bothers me enormously is we just went through a presidential race and we did not hear those words. we heard it in your speech and a few other places but those words were not part of our national debate. you did not even think about the fact that that -- the glue that comes -- brings this country together, the american dream, will likely become the american memory. i give condie a lot of credit. in a meeting, she said to me you do not understand. you think this is an education and economic issue. this is america's national security issue. what i thought that was important is because most of the people in this room, if you do not get it, you would not be here but we are an echo chamber. we talk to each other, we feel
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smug about the fact that we understand it but we are not remotely transforming the country. i found the luncheon discussion today important. we did not have the time to go around the edges. as we speak right now in america, for the first time, we are a generation that will be less educated than our parents were. we are raising a generation that has tended to predict educational outcomes based on that coast and all too often they are correlated with race and ethnicity. there is no great public outcry about this issue. this will decide -- everyone wants to worry about the fiscal cliff. today in the third grade in cities like new york and
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chicago, kids are now being condemned to a life that will be very humbling and frustrating i know those kids will not be able to read, compete and they will not make it up some miraculous way in the 12th grade. having this twist of focusing on national security may lead this country to understand that if we do not get off the path we are on, we are on the path to a very different kind of america. i think the person who deserves enormous credit for driving this task force is secretary rice. [applause] >> let's talk about what it would take to close the gap between where we are and where we should be. one way to think about it is basic skills.
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one thing we have decided on the council of foreign relations is it is a an issue of content. when i taught at the kennedy school, i was stunned that the non american students knew a lot more about american civics in american foreign policy that american students. that was one thing that caught me up. the other was an experience where i spent time with young men pried away from stanford in computer sciences. i asked him about what the study beyond computer issues. i was shocked he to graduate from this amazing university and he did not have one economics course or one history course. it is what made us say we are going to start producing at the council curricular -- curriculum material.
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high schools and colleges can use them to try to close this gap between what is kids know and what it is the need to know to be ready for this world that is going to fundamentally affect their lives. what is your sense -- from both of you? the government education and foreign-policy background. what the priorities be to fix the problem? >> maybe i will start and passed it to joel. i was also provost of stanford for six years. seeing the product of the educational system give me a perspective on what it is we need to try to achieve in that time. at stamford -- stanford, you see the very best. but if you have low expectations
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of even the best students, they will live down to them. [applause] i come at this with the belief that the most important thing is that what ever you are teaching them, you have to have very high standards. i am not much for the self- esteem movement. everybody gets the trophy. i am a musician myself and i think the arts are important. but how many of these little performances have you been to where kids are running all over the state and people say isn't that cute? well actually, no it's not, it would better if they practice and know something. my first his high standards, what ever you teach them. secondarily, i do believe the common core which we talked
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about in the report had the chance to give us some grounding in not just the substantive knowledge but the ways of acquiring knowledge that didn't need to have now. i would like them to be able to write, that is a very undervalued skill, particularly these days. [applause] it would be very useful it some civics education were included. the most important thing is what ever we are going to do, we need to do it in a common way. the country, the united states of america, has to have some sense of what all kids are going to acquire as a set of skills levels. which is why i think the common
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core is a good idea. it does not mean we do not have local control of education and the states are obviously of the place where this is going to get done. it does mean, however, that in a highly competitive and highly mobile labor pool, alabama and california and texas and vermont have to have some sense that their kids have a common basis of knowledge. since becoming court came up to the national governors' association -- the common core came up to the national governors' association, we need to make more certain is implemented. >> when you talk about self- esteem, he got all excited. in the k-12 system, there is
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this deep belief that we need to develop a kids' self-esteem so she can reform. we need to reverse that and did they need to perform in order to have self-esteem. if we get that right, it will change. i think the common core is critically important. elevating standards is important. there are three things that have the potential. they are not easy to achieve but they could change the system. i would make k-12 teachers america's heroes. it would be the profession we all aspire to. they would be seen in places like japan with the call features sensei reflecting what it called lawyers, doctors, a university professors. think of the difference between
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beebe university professors and k-12 teacher. places like finland have this right. we have that wrong. be treated united rather than professionalize -- we traded unionized rather than professionalizes. i think choice is critical. it is a fundamental backbone of the report. while the was not unanimous, there was enormous support. none of this room would voluntarily agree to send your kid to school in d.c. random nly. you would pull strings but not say i'm down with that. whose kids go to those schools? in nyc, they were called opc,
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other peoples children. shame on us. the way at it is choice. i think we should insist on it for other people. if you think about k-12 versus post secondary, there are a lot of problems at the post secondary but people from all of the world come to america for our post secondary schools. nobody comes here to look at our k-12 system. there is a reason for that. in the absence of competition, but will continue to hobble along. the third thing is something we have been pushing for a long time. she said stock try to fix a broken system, create a new and effective system -- she said stop trying to fix a broken system, create a new and
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effective system. to me those three things are the most critical issues. [applause] >> what is your sense of the proper place for language training? what point should be introduced and to what degree should be a priority? >> i am a proponent of kids learning languages earlier just because it is easier. if you have ever tried to learn a language that 35, you will know what i mean. it is just easier when you are younger. your brain is that way. it is like music. i would hope that we -- to be blunt, i like to make sure they can speak english and right --
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write in it. so many of our kids cannot do that. one question is whether there is some way to spread the task of some of the things our kids need to learn. we may not be able to do everything in the school day in the schools. i have been active with the boys and girls club. we started the center for new education in redwood city. it is a high-quality after- school and summer program for kids three hours after school. there they get languages an instrument to music and some of the things that maybe cannot fit into the school day. we have the shortest learning day and the shortest learning year in the developed world.
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i doubt we're going to be able to extend the learning they so perhaps finding other alternatives -- i learned to speak french but i actually learned it at age 9 but not in the schools, i learned a because my father, a presbyterian minister, decided that all educated children should speak french. so on tuesday, thursday, and saturdays, but retracted the church -- we were dragged to take french. so there may be ways to add to the curriculum out by the schools as well requests one thing i've learned is if i come back as anything, i want to come back as the son of a presbyterian minister. i have been sold short changed in life. -- so short changed in life. [laughter]
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by now i would be playing the piano and speaking rench. when you first called me about this, he said something that struck me. global history. we live with that does such a different world and our kids by and large are clueless about this. it is not just language thing. these kids know more about the middle east and china. in speaking to the average high- school in new york city and after it's about what is happening in the world, i think it would take your breath away. this is a serious problem. the second part of what the technology can matter is because
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we did not have to limit the school day anymore to the hours inside the school room. as -- there is much more we can do. i watch people here from a great school in sweden. and they have managed to create a portal in ways. i met a kid whose mother was an aris -- was a nurse. we are the only profession that admits we are failing in what we're doing for our kids and we all go home at 3:00. there has to be a way to think differently about the dimensions of the challenge. i think technology is part of that problem. about to go back to what condie started. as important as music and art
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and global history is, to two cannot read into basic mathematics -- kids who cannot read or do basic mathematics will not do higher or critical thinking. we have to figure out how to build the foundation and then build on the foundation. tragically we are doing either. rex you began by pointing out the fact that we are falling behind. 30, 50 years ago we ranked a lot higher than we did in basic skills sets. -- we ranked a lot higher in basic skills sets. >> a cautionary note on the importation idea. one thing we clearly can learn is the point about teachers. the way the profession is treated, the people who go into the profession, the training people get, i was provost of a
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university that has a high ranking education school. but i think there are real problems in schools with education. the way that teachers are trained. [applause] one thing we can look at is how the profession is treated in other places. secondly, i think the standard issue is a major one. one thing i learned on the task force, kids in korea are learned in grade 3 what our kids are learning in grade five. why should that be the case? we obviously are not having high in the standards. there is a caveat. there is a lot we can learn from others. but we're not china and we cannot singapore. and we are not fillon. -- and we are not singapore. and we are not finland. what can we learn from ourselves
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in other parts of the educational system that are more successful? he bought up post secondary education. the universities in this country are the gold standard internationally. what do they have that that -- tht the k-12 system does not have? they have competition garrett secondly, they have bridey. it is not one size fits all. you can go to a community college, is small liberal arts college, a research university. they have provided. one of the things we try to do is say what are some of the sources of american excellence in other areas that could be imported into the k-12 education system? i confirmed that the
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monopolistic tendencies in the k-12 education system may be the biggest problem. i think there are things we can learn from others. there is also a lot we can learn from ourselves in other areas of american life that are more successful. >> think about the two things that keep people about our country -- we still believe that merit matters most. it is not where you came from, who your people are but what you accomplished your hard work and through the application of your talents for the challenges you face. the second thing is the dynamism in innovation. there is no place in the world that innovates like america. merritt is irrelevant to the equation and innovation, you do not even hear about.
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if you think about the dynamism and the merit, if we infused those in our k-12, that goes to the schools and what of the comparison is, for every ten that apply, the except one. in america for everyone who applies, they take 10. what they're doing is really important. if we're going to fix this problem, we have to transform the system that does not believe in marriage and that she's innovation to one that has the dynamism that is the hope of the feature of this country. it will be the whole of the future of our education system. >> the last thing i did before i let the public school system is i was with a president at ibm and he said you had been a good
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friend but you have done we did not done enough for our schools. here is the idea. i would like to create a school, mix it with a four year high school and train people to be technicians. at the end of six years, if they get out of the school, they get their associates degree and you ibm certificate them in technology. if they meet your criteria, you hire them. to his great credit, he agreed to do this. we opened a school in new york city year-ago and people are lined up around the block to get into it. it is such an exciting -- everybody said you cannot mix your community college with k- 12. the bureaucrats worship at different churches say cannot mix them. and you cannot bring the business people because only the
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educators can cert. what would they know about that brought the mark that i admire most said what to do, he does it bloomberg is a great school. so he said all right, i will give you one too. dated five of them in chicago. -- he gave them five of them in chicago. one way to think about that question is why don't we create the kind of meaningful creative and vocational opportunities for kids so they have applicable skills that are valuable in the market.
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not everybody in my view is going to do a four year liberal arts. we can create a differentiated system in which people what different career paths -- people can have different career paths. but we cannot do is abandon kids which is what we are now doing in k-12. crowd: prech, brother, preach. [laughter] >> i am going to ask a few people here to improve the quality of the questions. let's begin with that secretary of the mexico for the public education department. >> good evening. we started the conversation tonight saying people and ideas matter most. we have put a lot of ideas on the table if you articulate in number one idea that change is
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education and therefore our national security and economy and nation, what would it be. if we do not deliver on that, what do we look like in 20 years? >> the task force centers a choice. . i think for me personally, if you look around the country, to place is worth looking very hard at -- one in new orleans a process after katrina were they could start all over again. the other place is harlem where i think there is now more choice in that little neighborhood. if you look at the results, it is amazing. about a third of the kids in harlem in the third grade are in a charter schools. the harlem district went up. -- went up dramatically from when we started this intense
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interest process there. it is now about 16th out of 32 districts. charter schools outperformed almost everybody. the public schools, which were 28th, moved up significantly themselves. those are two cases the models we should develop. that is where i would come down. >> i've a degree it is choice. the effect on the system -- i choice.gree it's effect on the system. if colleges not get applicants, and will go out of the business are designed to get applicants
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-- go out of business or do something to get applicants. someone said on our task force we cannot have an opt out system beard we have one. that is why houses are expected in fairfax county because people opt into those districts with their kids or they build -- they go to private schools. the only people who step in failing schools are poor people. that is the height of inequality. that is what i call it a civil rights issue. those people need choices. more kids will be better educated and it will have a catalytic effect on the school system. [applause] >> the secretary of state, as a
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member of the cabinet, [unintelligible] >> it has been a pleasure to hear you. it was worth traveling coach class. [laughter] the ultimate compliment. >> he made the point that ideas matter. it also matter in national security. america realized it could not win the cold war if it still had a scandalous segregation in
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the south. winning the civil rights battle at home was a precondition of winning the fight politically across the globe. i think looking from the outside there is the same danger now. when i go to china and i criticize them for their lack of democracy, they say but we are educating all our people. you did not do that in britain and america. when i had been in the middle east, and talk to people on the edge of radicalism, they say look at the protest in justices in your british and european and american nations. we would never allow that under an islamic state. these are self-serving versions of the truth. the allies even. nevertheless, they have power. i wanted to what extent american political leaders can articulate the case that as long as there is inequality driven by education in america, that america provides bill leadership
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that the world needs is compromise. one of the things it reminds me of its arguments in the 1960's. i think of the conservatives, it worries me that people who do not accept this is the civil rights challenge of the time. if you are a poor citizen in mississippi, there is no choice in a diversity of pluralism. almost all the schools are bad schools and almost all the children face a bleak feature. -- bleak future. surely people can get together and say we need to sort this civil-rights battle now.
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[applause] >> i am glad he made the trip. i could not agree more. the united states, i believe the greatest source of our leadership abroad is not the military or our economic strength. it is this great american creed that resonates around the world that you can overcome your circumstances and did great things. that has led people to come here for generations from all over to be a part of that theory which is what we spend the best -- we have been the best at mobilizing human potential to immigration. but it is not is mobilizing him
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potential from abroad but from all segments and all classes. your actou're not in -- in your circumstances. education was a way out. i will tell my own family's story. i am third-generation college educated. why is that often mark because my grandfather -- why is that? when my grandfather was a young man in alabama, he decided he was going to get a college education so he asked how a colored man to go to college, 1919. it told about a college 30 miles away. he said of his cotton, went off to college, pay for his first year. he asked how anyone else was going to college. they said he had eight -- he
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they have scholarships. they were presbyterian ministers. my grandfather said that is exactly what i have in mind. our family had in college educated and presbyterian ever since. he knew about that transforming power of education. the wonderful part of the story is that out of eutaw, alabama, in 2 generations, the secretary of state, his granddaughter. [applause] whatever people have thought about policies of around the world, whatever people have thought about us in any other way, that story resonates and if that is no longer true in the united states of america, then we will not lead because we will not have the moral fiber for which to lead. >> i think the domestic
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consequences are even greater for this country. when you read -- have a country where there is virtually no social mobility -- how few are going to high-quality colleges. sociability is drastically different. this is not just in terms of global leadership. we can either ourselves up from the inside. tom brokaw road about the british generation where people would fight and die for this country with pride. the question for our generation is not whether we will fight and die but what we will fight for an america that believes in the american dream, or will we allow this to become the american memory? if we lose hope, the global consequences will almost pale in comparison to the domestic
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consequences. [applause] >> this comes back to the national security case for improving education. it is produced the kind people we need to staff at various government agencies and the military. it is for reasons of competitiveness, reasons of citizenship. we all have to go out. i think what condie is getting at is fundamental. for a policy we set by our example. it is as important that any talk of a point given to any ambassador. we talk about ideas. the battle for ideas continues. talking about singapore china, somehow this is a feature or is not. one of the ways we will make sure it is not as by dealing with the issues essential to
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this conference here today. the next person we will hear some is the state superintendent of education from louisiana. >> to give very much. -- thank you very much. it is so great to be here. i'm surrounded by people who think like i did -- i do. now.rgency iof now is kids are dying for adults to get their act together. and we are also suffering every day and i've got a new life. i walked away from the public service life and now in the aerospace business. >> welcome to the 1%. [laughter] but i amm very lucky
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also witnessing an amazing thing. today i got an e-mail from my technology person who said we had been attacked again. our computers are being hacked. many times this year. we do government defense work. people are attacking our systems, trying to get our secrets, trying to understand what our government is trying to do to protect our citizens. the urgency to me is there are millions of jobs that are available for kids around this country. in the area protecting our homeland, whether it is protecting our secrets or fighting on battlefields, the technology arena is so important. we saw it in new orleans after katrina. but we lost technology, we lost
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law and order. technology is a huge benefit of a huge risk. there are so many people who want to say kids cannot learn. some kids just cannot learn. so i would say do we really believe kids cannot learn? are there not opportunities for kids got to mark isn't our security -- for kids? when are we going to connect the dots? when are we going to break this system down and this mentality? i am excited because governor bush brings us together once a year to reflect on this and we get to hear people like you help
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us understand. please, help me understand. how to be connect the dots? -- how do we connect the dots? >> you are a man who did precisely that. you would not have the recovery school district, the results he had. you talk about ideas and people. asked about ideas. let me tell you, as important as ideas are, there are billions of ideas out there. in the hands of weak leaders and people who cannot execute, bad ideas and up on the cutting room floor. i have been waiting all day to say this -- people of talk about my friend tony bennett. i think he really was a true leader when it came to education. and did not sit around and check in with all the pollsters and
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figure out what he needed to do to get reelected. he actually thought of doing something was more important than perpetuating himself in a job. no, i mean it. [applause] i just want to add to your question. i would much rather have it sent to me that i was tony bennett, i did something, and i lost rather than i was most people who were educational leaders who do nothing but perpetuate themselves. that is the answer to your question. all of us here preach. it is not about the adult but about the kids.
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the answer is we have the kind of leadership that says the essence of leadership is not self perpetuation, the essence of leadership is transforming the broken systems. if you happen to be a casualty, your leadership will long endure. double always be true of guys like bennett -- that will always be true of guys like bennett and you. [applause] >> if you are an advocate of change on this issue, as a general answer evolution or revolution? how radical the duty to be in this area? -- do you need to be in this area? rex i do not think we have time for abolition. that is my concern. we are losing a generation of
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kids not every 18 years but since if you do not read by grade 3, he will not read, we are abusing a generation every few years. as i look at the particularly -- the point about upward mobility and the disappearing middle- class, the prospects of children who come from difficult circumstances, i do not think we have time for evolution. one of the reasons i thought the task force might get some attention is because in this room, you have already drunk the kool-aid. you will be. but how you get people who do not see this as their issue to see it as their issue? the civil-rights issue became all of america's issue when my home town of birmingham turned so violent and so ugly and for
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little girls were killed in a church in birmingham on sept. sunday and nobody could any longer deny or avert their eyes to what was going on in the segregated south. and it became everybody's issue and eventually begot chains. nothing that dramatic -- and eventually we got change. it is easy to say my kids are doing alright. it acted as packet well educated in east oakland, it is really not my problem -- if that kid l educated int welkl east oakland, it is not really my problem. it is not out other people's children. it is about our country.
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if it is about our country, the law ought to be driven to act. -- thenw e all have -- then we all have to be driven to act. making sure that when people stand for office, they have an answer. on what we're going to do about the poor states of education in united states. whenever allow somebody to get away without having an answer on the economy or form policy. this is an urgent issue. [applause] >> what let us to ultimately produce this report was the bait -- with the debate about hiv/aids. this is something that would destabilize countries and creek
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failed states and could have all sorts of national security consequences. the fact of the administration condie served in and jeb's brother was a president of the so much in this area, that was a perfect example of taking initiative from one realm and by recasting it, you created a much more powerful coalition. my own sense is that education is an issue where this can be done as well. because the people such as yourselves who are dedicated. the two people up here, joel has won the most typical jobs in america. he went in and did battle. if that is not the definition of public service, i do not know what is. and condie, who i have been
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lucky enough to work with in several administrations, she has given to this country in enormous ways. the fact that she is now one of the standard bearers of the education debate is one of the reasons i feel fairly confident. a lot of the improvements take using existing resources differently. that opens up tremendous possibility. i want to thank jeb for his odd entrepreneurship and his commitment. [applause] -- for his entrepreneurship and his commitment. [applause] and joel and condie predicted the public service and you all. the fact you are here and working this issue day in, day out, as one of the reasons i am
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still optimistic about this country. thank you all. [applause] [captioning performed by national captioning institute] [captions copyright national cable satellite corp. 2012] cable satellite corp. 2012]

Condoleezza Rice
CSPAN December 1, 2012 7:00pm-8:00pm EST

Series/Special. The former Secretary of State on education. New.

TOPIC FREQUENCY America 17, Condie 7, Us 7, United States 4, China 4, New York City 4, Harlem 3, Alabama 3, Chicago 3, Bennett 2, Tony Bennett 2, Kodak 2, Singapore 2, Birmingham 2, Finland 2, Mexico 2, Katrina 2, Franklin Roosevelt 1, Joel Klein 1, Fillon 1
Network CSPAN
Duration 01:00:00
Scanned in San Francisco, CA, USA
Source Comcast Cable
Tuner Channel 91 (627 MHz)
Video Codec mpeg2video
Audio Cocec ac3
Pixel width 704
Pixel height 480
Sponsor Internet Archive
Audio/Visual sound, color

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on 12/2/2012